Based on the explanation above, the writer assumed that teaching writing by using brainstorming can encourage the students‟ motivation to write descriptive paragraph
writing, because they can arrange their own sentences easily when they use of brainstorming. And by using brainstorming too, the students active and they can more
interesting to express and improve their skill in writing English. The writer assumption that brainstorming technique have a significant influence towards
students descriptive paragraphwriting ability. Draws the frame of thinking as follows:
From the explanation above, the writer assumption that brainstorming technique have a significant influence towards the students descriptive paragraph writing ability.
C. The Hypothesis
Based on the theoretical assumption above, the writer makes the hypothesis as follows:
H
o
: There is no significant influence of using Brainstorming technique towards students‟ descriptive paragraph writing ability.
H
a
: There is significant influence of using brainstorming technique towards students‟ descriptive writing ability.
Students‟ descriptive paragraph writing ability
Brainstorming
CHAPTER III RESEARCH METHODOLOGY
A. Research Design
In this research, the writer used experimental design. Experimental design is the traditional approach to conducting quantitative research. In the experimental research,
you can test an idea or practice or procedure to determine whether it influences an outcome or dependent variable.
78
Ary
et.al.
state that experimental design has some charateristic: control of variable, manipulation, abservation and measurement.
79
It means that experimental research is a research method which is used to look for the
influence of certain variable towards another in a controlled condition. In this research, the writer used quasi experimental design. Cresweel states that quasi
experiments include assignment, but not random assignment of participants to groups. We can apply the pretest and posttest design approach to a quasi-experimental design.
The writer assigns intact groups the experimental and control treatments, administers a pretest to both groups, conducts experimental treatment activities with the
experimental group only, and then administers a posttest to assess the differences between the two groups
80
. It means that, in quasi experimental design the teacher can use the pretest and posttest design approach. The writer gave pretest and posttest to
both of class group to know the differences between the two groups.
78
John W. Creswell,
Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative research 4th ed,
Boston: Pearson Education, 2012, pp. 294-295
79
Donald Ary,
et,al. Introduction to Resea rch in Education
8
th
ed, New York: Cengagnge Learning,2010, p.267
80
John W. Creswell
, Op.Cit,
pp.309-310
